Susan Groundwater-Smith is an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney.
Inhaltsangabe
Part I. Introduction: 1. Challenges for teaching and learning in the middle years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from the history of schooling young people in the middle years Craig Campbell and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3. Teaching academically at-risk students in middle school: the roles of explicit instruction and guided discovery learning Andrew J. Martin; 4. Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting young people in the middle years in New Zealand Jenny Poskitt; 7. High possibility classrooms in the middle years: a model for reform Jane Hunter; Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8. Teaching strategies that encourage student effort in Year 8 and 9 Sara Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle years in the margins Sam Sellar; 10. The challenges of testing accountability: understanding limitations and negotiating consequences Greg Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12. The experiences of M¿ori students in the middle years Angus Macfarlane; 13. Changing scenarios for teaching and learning in middle years Margaret Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher identity in the middle years Donna Pendergast; 15. Swimming up-stream: struggles in teacher education Sally Knipe; 16. Leading teacher professional learning in the middle years Lyn Kirkby; Part V. Conclusion: 17. The middle years as a site for reform: from local to global Nicole Mockler.
Part I. Introduction: 1. Challenges for teaching and learning in the middle years Susan Groundwater-Smith and Nicole Mockler; 2. Questions arising from the history of schooling young people in the middle years Craig Campbell and Kay Whitehead; Part II. The Needs of Learners in the Middle Years: 3. Teaching academically at-risk students in middle school: the roles of explicit instruction and guided discovery learning Andrew J. Martin; 4. Success after (dis)continuous transfer? (Re)imaginative praxis for pedagogy, curriculum and assessment Lisa Hunter; 5. A fair go and student agency in the middle years classroom Susan Groundwater-Smith; 6. Consulting young people in the middle years in New Zealand Jenny Poskitt; 7. High possibility classrooms in the middle years: a model for reform Jane Hunter; Part III. Curriculum, Pedagogy and Assessment in the Middle Years: 8. Teaching strategies that encourage student effort in Year 8 and 9 Sara Murray and Jane Mitchell; 9. Visceral pedagogies: learning to teach middle years in the margins Sam Sellar; 10. The challenges of testing accountability: understanding limitations and negotiating consequences Greg Thompson; 11. Indigenous learners in the middle years Peter Buckskin; 12. The experiences of M¿ori students in the middle years Angus Macfarlane; 13. Changing scenarios for teaching and learning in middle years Margaret Mulcahy; Part IV. Preparing Teachers for the Middle Years: 14. Teacher identity in the middle years Donna Pendergast; 15. Swimming up-stream: struggles in teacher education Sally Knipe; 16. Leading teacher professional learning in the middle years Lyn Kirkby; Part V. Conclusion: 17. The middle years as a site for reform: from local to global Nicole Mockler.
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